CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.

1. CLIL Essentials (Content and Language Integrated Learning) Dalia-Ona Pinkevi čienė Loreta Zavadskienė

2. What is CLIL? An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques ...) A continuum of educational approaches devoted to two main components – language and content CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page) Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.

3. Is it CLIL or not CLIL? Bilingual teaching Immersion LSP/ESP (Language/English for Specific Purposes) Academic language teaching International Baccalaureate …

4. CLIL-Classroom principles Language is used to learn as well as to communicate It is the subject matter which determines the language needed to learn Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms Language – subject based vocabulary, texts and discussions. If needed, L 1 can be used

5. A successful CLIL lesson should combine elements of the following (the 4Cs): Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!) Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings Cognition -Developing thinking skills which link concept formation (abstract and concrete), understanding and language Culture - understanding of otherness and self, deepened feelings of community and global citizenship (David Marsh)

6. Conceptual map for understanding CLIL: holistic, symbiotic view (developed by Do Coyle)

7. Language Triptych

8. Three interrelated types of language L of learning – content obligatory language related to the subject theme or topic L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.) L through learning - new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire

9. Lexical rather than grammatical approach Language that has real purpose and is dictated by the context of the subject Attention to collocations , semi-fixed expressions , set phrases and subject specific and academic vocabulary Cunks of language that can be picked up and used immediately There is no grading for language! Learners are not afraid to make mistakes Learner styles are taken into account

10. Benefits of CLIL The whole that is greater than the sum of the parts (synergy effect) Accelerates learning Is authentic Nurtures a feel good ( fun!) and can do attitude Fires the brain up , fires the neurons, rejuvenates teaching Serves as a platform for ultimate students’ interest in other languages and cultures Gives feelings of professional satisfaction and cooperation to teachers Parents are for it Beneficial for the school

11. Discouraging factors / limitations CLIL is complex There is no single model for CLIL – the context is to be taken into account Who is to teach CLIL (language or subject teachers), and how to combine both? New concepts are always difficult to accept Threat to the native language , if any? Do academic language and terminology develop? Insufficient understanding of content through the medium of foreign language CLIL methodology and assessment are not clear – teachers have to be supported Teacher overload , shortage of materials

12. Current ELT interest in CLIL CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands) In Lithuania-mostly 35-40hour modules. Teachers work in tandems. Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.

13. Topics to be Covered Pollution of the Baltic Sea Stabilization of sand dunes Rising sea levels Seaside littering Recession of beaches Oil platforms in the Baltic Sea Coastal erosion & coastal defences Saving flora & fauna of the Baltic Sea Pollution of rivers Surface water quality Sunken ships at the coast of Denmark Water: Energy Estonia Things Latvia Water Lithuania

14. What is Ecology to do with CLIL? In CLIL, l anguage learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context. For this, the teacher needs creativity, initiative , and effort. SO LET’S GO GREEN IN TEACHIN G!

15. List of References Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007 Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010 J ä rvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009 Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009 Janulien ė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010